State  Normal  School  Bulletin 

SERIES  IV.,  NO.  7 

History  Department 

State 
Normal  School 

OF  COLORADO 


APRIL,  1905 


Published  Quarterly  by  the  Trustees  of  the  State  Normal  School 

of  Colorado,  Greeley,  Colorado. 
Entered  at  Postoffice,  Greeley,  Colo.,  as  2d  class  mail  matter. 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://archive.org/details/industrialhistor47bull 


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y 


INDUSTRIAL  HISTORY 

IN 

SECONDARY  SCHOOLS 


Its  justification,  its 
values,  a  course  of 
study,  and  methods 


By 
ROYAL  WESLEY  BULLOCK 


Principal   High  School 
of  Training  Department 


Industrial  History  in  Secondary 
Schools 

Its  Justification;  [ts  Values;  a  Course  of  Study; 
and  Methods 


The  study  of  history  is  now  so  generally  accepted 
AS  an  essential  in  any  well  organized  curriculum,  and 
its  intrinsic  worth  is  so  well  established  that  no  de- 
fense of  so  popular  a  subject  is  needed  in  this  discus- 
sion. It  is  probably  safe  to  assume  that  school  people 
are  reasonably  agreed  upon  the  following  values  to  be 
derived  from  the  proper  study  of  history:  First,  it  de- 
velops judgment  in  matters  of  practical  concern  by  the 
study  of  cause  and  effect  as  shown  in  human  activities. 
Second,  it  affords  excellent  training  in  the  organization 
of  material  in  an  orderly  way,  thus  giving  the  pupil 
command  of  all  his  mental  resources.  Third,  it  develops 
scientific  habits  of  thought  so  far  as  this  may  be  done 
by  the  search  for  material,  the  weighing  of  evidence, 
the  suspension  of  judgment  in  cases  of  doubt,  and  the 
general  candor  and  honesty  that  should  attend  all  his- 
torical study.  Fourth,  it  trains  the  imagination  by 
calling  upon  it  to  reconstruct  the  large  setting  of  world 
history,  and  to  picture  the  world's  most  important 
events. 

Granting  these  values  of  historical  study,  or  any 
other  values  sufficient  to  guarantee  the  subject  a  place 


4  .    STATE  NORMAL  SCHOOL 

in  the  curriculum,  the  question  arises  as  to  the  proper 
selection  of  historical  material.  The  subject  of  history 
has  long  since  felt  the  tendency  of  the  times  toward  a 
more  practical  application  of  school  work  to  the  affairs 
of  life.  All  through  the  course  of  study  subjects  are 
examined  with  a  view  to  relating  them  more  closely  to 
the  experience  of  the  students.  All  along  the  line  the 
watchword  is  vitalize,  humanize,  make  these  dry  bones 
live.  In  English  and  foreign  languages,  in  mathe- 
matics, in  geography,  as  in  biology,  the  emphasis  is 
now  upon  function  rather  than  upon  form.  The  ques- 
tion concerning  a  word  or  a  river,  as  concerning  a  bug, 
is,  not  how  is  it  made,  but  what  does  it  do?  Applied 
to  history,  the  question  is  changed  only  in  tense. 
Given  a  certain  historical  fact,  we  ask,  what  did  it  do? 
What  reaction  occurred?  How  did  this  circumstance 
affect  the  lives  and  the  institutions  of  succeeding  gen- 
erations? 

Naturally  the  historians  themselves  are  the  leaders 
in  this  modern  movement  for  a  different  selection  of 
historical  material,  and  are  writing  now  histories  of 
people  rather  than  chronicles  of  kings  and  govern- 
ments. John  Richard  Green  was  one  of  the  pioneers  of 
this  movement  with  his  "History  of  the  English  Peo- 
ple"; and  since  his  day  few  historians  have  failed  to 
profit  by  his  example  in  giving  a  fundamentally  social 
treatment  of  the  subject.  In  our  own  country  Mac- 
Master's  splendid  work  is  called  UA  History  of  the  Peo- 
ple of  the  United  States,"    and  the  recent  five  volume 


GREELEY,  COLORADO 


history  by  Woodrow  Wilson  is  known  as  UA  History  of 
the  American  People."  In  all  these  cases  the  text 
justifies  the  title,  being,  indeed,  a  consideration  of  the 
life  of  the  people,  and  of  their  thoughts  and  feelings  as 
these  have  found  expression  in  their  various  institu- 
tions. Not  only  is  this  view  of  history  indicated  in- 
directly in  the  work  of  these  modern  writers,  but  many 
of  them  state  definitely  their  devotion  to  this  new  con- 
ception of  historical  treatment,  and  consequently  of 
historical  study.  For  example,  on  the  first  page  of  Mac- 
Master's  five  volume  work  mentioned  above,  he  states 
his  position  as  follows: 

"It  shall  be  my  purpose  to  describe  the  dress,  the 
occupations,  the  amusements,  the  literary  canons  of  the 
times;  to  note  the  changes  of  manners  and  morals;  to 
trace  the  growth  of  that  humane  spirit  which  abolished 
punishment  for  debt,  which  reformed  the  discipline  of 
prisons  and  of  jails,  and  which  has,  in  our  own  time, 
detroyed  slavery  and  lessened  the  miseries  of  dumb 
brutes.  Nor  shall  it  be  less  my  aim  to  recount  the  man- 
ifold improvements  which,  in  a  thousand  ways,  have 
multiplied  the  conveniences  of  life  and  ministered  to 
the  happiness  of  our  race;  to  describe  the  rise  and  prog- 
ress of  that  long  series  of  mechanical  inventions  and 
discoveries  which  is  now  the  admiration  of  the  world, 
and  our  just  pride  and  boast;  to  tell  how,  under  the 
benign  influence  of  liberty  and  peace,  there  sprang  up, 
in  the  course  of  a  single  century,  a  prosperity  unparal- 
leled in  the  annals  of  human  affairs;  how,  from  a  state 


STATE  NORMAL  SCHOOL 


of  great  poverty  and  feebleness  our  country  grew 
rapidly  to  one  of  opulence  and  power;  how  her  agricul- 
ture and  her  manufactures  nourished  together;  how,  by 
a  wise  system  of  free  education  and  a  free  press,  knowl- 
edge was  disseminated,  and  the  arts  and  sciences  ad- 
vanced; how  the  ingenuity  of  her  people  became  fruit- 
ful of  wonders  far  more  astonishing  than  any  of  which 
the  alchemists  had  ever  dreamed." 

Prof.  Charles  M.  Andrews,  in  the  preface  to  his 
"History  of  England,"  states  the  general  situation  for- 
cibly and  clearly  in  the  following  words: 

"History  today  is  not  expected  to  allure  the  stu- 
dent by  tales  of  conflict,  glitter  of  courts,  gossip  of  dip- 
lomats, and  adventures  of  heroes.  It  has  got  rid  of 
much  of  the  stage  thunder  that  passed  current  for  his- 
tory in  older  narratives,  and  shows  that  the  true  prog- 
ress of  a  nation  is  not  to  be  found  in  the  glamour  of  a 
Hundred  Year's  War,  the  sham  of  a  Field  of  the  Cloth 
of  Gold,  or  the  rivalries  of  court  favorites  and  corrupt 
party  leaders.  It  points  to  the  industry  that  underlies 
wealth,  and  to  the  wealth  that  makes  military  success 
possible.  It  lays  stress  upon  the  national  or  social  con- 
ditions that  render  the  great  statute  or  legislative  act 
necessary,  and  upon  the  pressure  of  food  or  population 
and  the  spurring  of  religious  conviction  that  urge  men 
to  brave  the  sea  and  undertake  colonization.  It  calls 
attention  to  the  deep  significance  of  peasants'  rebel- 
lions, religious  revivals,  and  industrial  revolutions  in 
preparing  the  way  for  the  rise  of  democracy  and  the 


GREELEY,  COLORADO 


transformation  of  the  social  life  of  a  nation.  It  proves 
that  the  private  extravagances  of  kings  and  the  cor- 
ruption of  men  in  office  are  not  typical  of  the  moral 
standards  of  an  age;  and  it  encouiages  confidence  in  the 
sobriety  and  sanity  of  those  who  make  up  the  mass  of 
a  nation." 

This  same  tendency  toward  a  closer  union  of  school 
interests  with  life  interests  finds  expression  in  the  re- 
markable movement  toward  industrial  work  in  the 
schools  of  today.  It  seems  generally  conceded  that 
throughout  the  grades  of  the  elementary  school  the 
child  should  be  given  some  manual  or  constructive 
work  to  do.  By  means  of  such  occupation  the  child 
gains  some  idea  of  the  problems  that  confront  real  in- 
dustry, and  attains  a  certain  empirical  knowledge  of 
the  technique  of  some  trades,  but  he  is  not  in  a  position 
to  take  a  comprehensive  view  of  the  industrial  develop- 
ment of  a  country  while  still  in  the  elementary  school. 

On  the  basis  of  these  facts,  and  in  view  of  the  ten- 
dency mentioned,  I  wish  to  propose  that  a  place  should 
be  found,  or  made,  in  the  high  school  curriculum  for  a 
special  study  of  industrial  and  economic  history. 

The  values  claimed  particularly  for  this  phase  of 
historical  study  are  as  follows: 

i.  It  affords  an  opportunity  for  correlating  and 
unifying  other  school  work. 

2.  It  enlists  the  interest  of  the   family  at  home. 

3.  It  establishes  a  more  appreciative  and  sympa- 
thetic understanding  of  our  complex  modern  life. 


8  STATE  NORMAL  SCHOOL 

4,  It  leads  to  a  more  intelligent  choice  of  a  life 
work. 

5.  It  prepares  a  pupil  for  a  more  intelligent  and 
effective  participation  in  the  duties  of  citizenship. 

Let  us  examine  these  claims  somewhat  in  detail. 

I. 

The  first  claim  made  for  the  study  of  industrial 
history  is  that  it  affords  opportunity  for  correlating  and 
unifying  other  school  work.  I  am  aware  that  nearly 
all  the  standard  subjects  have  had  their  enthusiastic 
supporters  who  have  claimed  for  each  subject  the  right 
to  constitute  an  "educational  core."  I  recognize  that 
correlation  is  an  overworked  hobby  that  has  borne 
many  a  zealous  rider  to  educational  oblivion.  The 
"core"  idea  is  unfortunate  in  its  suggestion  that  any 
subject  is  important  enough  to  warrant  us  in  tacking  to 
it  all  available  information.  The  correlation  theory 
has  met  the  difficulty  that  subjects  which  are  not  close- 
ly related  to  the  interest  of  the  child  do  not  become 
appreciably  more  interesting  or  profitable  by  relating 
them  to  each  other.  If,  however,  the  life  and  experi- 
ence of  the  child  is  made  the  educational  center,  sub- 
jects grouped  around  this  center  will  be  effectively 
correlated. 

Industrial  history,  studied  in  a  concrete  way,  does 
relate  closely  to  most  of  the  legitimate  interests  of  the 
school  and  of  the  home.  Physics,  chemistry,  electrical 
engineering,    mechanics,    all    applied  sciences,    have 


GREELEY,  COLORADO 


formed  the  very  basis  of  our  remarkable  industrial  life. 
Any  consideration  of  the  source  of  raw  material  takes 
us  at  once  into  the  fields  of  botany,  zoology,  geography, 
or  meteorology.  Reading,  and  that  of  the  best  sort,  is 
stimulated  by  the  perusal  of  the  wonderful  story  of  our 
material  progress,  and  its  effect  upon  our  standard  of 
living.  Composition,  both  oral  and  written,  is  called 
for  under  circumstances  most  favorable  to  good  work, 
that  is,  under  the  pressure  of  a  real  need  for  expressing 
clearly  and  forcibly  to  others  something  of  real  value 
to  all.  Mathematics  in  its  simpler  forms,  and  math- 
ematical reasoning  in  its  higher  forms,  find  ample 
opportunity  for  exercise  in  this  subject.  Averages, 
percentages,  and  drawing  to  scale  are  the  means  by 
which  most  of  the  comparisons  are  made  in  this  study, 
and  problems  for  solution  arise  at  every  step.  There 
used  to  be  a  popular,  hoary-headed  problem  concerning 
three  men  who  owned  a  grindstone  in  partnership,  and 
it  was  proposed  to  find  out  how  long  each  man  should 
turn  it  to  get  his  money's  worth,  or  something  of  that 
sort.  A  modern  problem  is,  if  three  men  unite  to  pro- 
duce a  suit  of  clothes,  one  furnishing  the  raw  material, 
one  furnishing  the  capital,  and  one  furnishing  the 
labor,  how  shall  the  selling  price  be  determined  and 
how  divided.  The  latter  problem  is  harder,  I  will  con- 
fess, but  it  concerns  pupils  more  closely  than  does  the 
hypothetical  grindstone.  Even  the  fine  arts  are  closely 
related  to  industrial  development  by  the  wonderful  in- 
struments which    mechanical  skill  has  put  at  the  dis- 


STATE  NORMAL  SCHOOL 


posal  of  artists.  Purely  mechanical  results  and  ma- 
chine products  themselves  are  often  genuine  works  of 
art.  Carving  and  sculpturing  machines,  pottery  mod- 
eling machines,  photography,  and  various  reproduc- 
tion processes,  even  the  despised  and  calumniated 
mechanical  piano-player,  all  these  have  come  to 
be  recognized  factors  in  the  field  of  fine  art.  These 
form  a  connecting  interest  between  pure  art  and  me- 
chanical industry. 

II. 
Our  second  claim  is  that  a  study  of  industrial 
history  enlists  the  interest  of  the  home.  Busy  fathers 
and  tired  mothers  are  not  likely  to  take  a  lively  interest 
in  Latin  verb  forms,  or  in  any  silly  problem  about  fill- 
ing a  cistern  with  two  pipes  while  some  one  else  tries 
to  empty  it  with  three  pipes.  If,  however,  the  high 
school  boy  considers  the  conditions  under  which  the 
family  purse  is  filled  or  emptied;  if  he  investigates 
causes  affecting  prices  of  current  commodities — the 
economic  conditions  under  which  his  father's  work  is 
done,  or  the  source  of  supply  of  the  conveniences  and 
necessities  for  a  comfortable  living, — he  will  receive  as- 
sistance and  sympathetic  interest  from  all  members  of 
the  home.  Too  great  a  chasm  exists  between  the  inter- 
ests of  children  whose  attention  is  fixed  upon  book  lore, 
and  parents  who  are  fully  occupied  in  providing  oppor- 
tunities for  their  children  which  they  themselves  did 
not    enjoy.     Children   are    inclined    selfishly    to  exact 


GREELEY,  COLORADO 


tribute  from  parents  whose  sacrifice  they  little  under- 
stand. Parents  are  inclined  to  belittle  their  own  em- 
ployment, and  to  teach  their  children  to  despise  the 
occupation  which  supplies  their  food  and  clothing.  All 
this  is  unfortunate.  Children  should  attempt  to  un- 
derstand the  problems  that  absorb  their  parents'  ener- 
gies, while  the  home  and  the  school  should  unite  in  an 
effort  to  inculcate  in  the  minds  of  the  young  a  genuine 
respect  for  the  dignity  of  labor  and  an  admiration  for 
the  skill  of  the  workman.  The  study  of  industrial 
history  offers  opportunity  for  the  pursuit  of  these  de- 
sirable aims. 

III. 
In  making  the  third  claim  for  industrial  history, 
that  it  establishes  a  more  appreciative  and  sympathetic 
understanding  of  complex  modern  life,  I  wish  to  em- 
phasize, not  so  much  the  higher  spiritual  significance 
of  this  expression,  as  the  simple,  common-sense  under- 
standing of  our  relations  with  those  concerned  with  us 
in  supplying  the  ordinary  comforts  and  conveniences 
of  life.  For  example,  it  is  not  uncommon  for  women 
to  censure  a  street  car  conductor  for  not  allowing  them 
time  to  get  off  the  car  comfortably,  while  the  male  pas- 
sengers storm  at  the  unpardonable  delay,  neither  sex 
apparently  realizing  that  the  conductor  is  a  part  of  a 
great  system.  It  is  possible  for  a  society  woman  to 
telephone  in  an  order  for  goods  that  must  be  delivered 
immediately;  then,  when    the    goods    are  delivered,  to 


STATE  NORMAL  SCHOOL 


call  up  an  officer  of  the  S.  P.  C.  A.  and  report  inhuman 
treatment  of  the  horse  that  delivered  the  goods.  Such 
inconsistencies  are  perpetrated  constantly  because  of 
ignorance  of  the  system  which  controls  ordinary  busi- 
ness operations.  Most  of  the  petty  vexations  of  life  by 
which  we  lose  our  equanimity  and  make  ourselves  re- 
diculous  arise  from  our  own  ignorance  of  business  con- 
ditions. The  tailor  and  dressmaker,  the  butcher  and 
baker,  even  the  plumber  and  wrath-provoking  railroad 
man,  all  have  their  justifications  in  the  order  of  so- 
ciety— all  have  some  excuse  in  the  conditions  under 
which  they  work.  It  is  reasonableness  in  these  ordi- 
nary affairs  of  life  that  I  wish  to  emphasize,  and  that 
will  be  promoted  by  a  study  of  commercial  and  indus- 
trial life. 

Appreciation  of  the  skill,  the  knowledge,  and  the 
worth  of  our  fellow- workers  comes  with  observation 
and  understanding.  In  mediaeval  times  the  possessor 
of  useless  knowledge  was  distinguished  from  the  pos- 
sessor of  useful  knowledge  by  the  garb  he  wore.  The 
cloak  of  the  scholar  and  the  frock  of  the  artisan  em- 
phasized the  class  distinction  that  existed.  In  these 
days  it  is  more  proper  that  the  seeker  for  knowledge 
should  mingle  with  those  who  have  laboriously  ac- 
quired working  knowledge  and  skill,  that  he  may  be 
inspired  and  instructed  by  such  association.  Excur- 
sions to  local  industrial  institutions  do  impress  pupils 
profoundly  with  the  skill  and  capacity  of  the  workers 
and   managers   observed.     The    average   high    school 


GREELEY,  COLORADO  1 3 

student  is  duly  humbled  and  effectively  inspired  by  a 
personal  observation  of  the  intricacies  of  modern  in- 
dustrialism. The  possession  of  plain,  every-day 
knowledge  most  tends  toward  ideal  socialization. 

IV, 

The  fourth  claim  is  that  a  study  of  industrial  his- 
tory leads  to  a  more  intelligent  choice  of  a  life  work. 
It  is  a  well  recognized  fact  that  the  majority  of  people 
drift  into  their  life  work  rather  than  choose  it  with 
deliberate  attention.  Many  of  us  could  say  of  our  work, 
as  did  Mr.  Bryan  of  his  political  career,  that  "he  got  in 
by  accident  and  stayed  in  by  design."  Yet,  how  we 
live  depends  very  largely  upon  how  we  make  our  liv- 
ing. Our  social  and  moral  standards  are  determined 
largely  by  the  circumstances  of  our  daily  occupation. 
If  the  problem  of  how  to  "live  is  the  greatest  of  all 
moral  questions,  why  should  the  youth  be  left  so  poorly 
prepared  to  choose  the  manner  of  making  a  living? 

Now  industrial  history  is  primarily  a  study  of  how 
people  have  made,  and  are  making,  a  living.  It  is  a 
study  of  social  evolution,  of  the  forces  that  have  oper- 
ated to  produce  the  complex  civilization  in  which  we 
must  participate.  Our  economic  life  follows  very 
closely  the  biological  laws  of  the  struggle  for  existence 
and  survival  of  the  fittest.  From  the  prehistoric  strug- 
gle of  tribe  with  tribe  we  have  the  modern  international 
struggle  for  supremacy  and  expansion.  From  the  early 
struggles  among  social  classes  of  priests,  soldiers,  and 


14  STATE  NORMAL  SCHOOL 

slaves,  we  have  a  modern  conflict  between  capital, 
labor,  and  the  great  middle  class  of  long-suffering  hu- 
manity, called  vaguely,  "the  consumer."  Lastly,  we 
have  the  old  struggle  within  each  class  for  individual 
supremacy,  beginning  when  the  first  man  born  into  the 
world  killed  the  second  one,  and  continuing  in  modern 
times  under  the  polite  title  of  business  competition.  It 
is  in  the  industrial  field,  under  a  competitive  system, 
that  the  young  man  of  today  must  make  his  first  at- 
tempt to  apply  the  general  knowledge  and  power  that 
he  is  supposed  to  have  acquired  in  the  secondary  school. 
The  multiplicity  of  technical  schools  springing  up  all 
over  the  country  indicate  a  recognition  of  the  demand 
for  specially  trained  men,  but  are  the  secondary  schools 
preparing  their  pupils  to  choose  wisely  the  technical 
training  they  will  most  profit  by?  I  would  not  inti- 
mate that  the  secondary  school  should  plan  its  work  at 
the  dictation  of  the  technical  school,  as  it  has  so  long 
done  at  the  dictation  of  the  college,  but  I  would  urge 
that,  as  the  technical  schools  are  fitting  for  special 
lines  of  work,  so  the  high  school  should  do  more 
toward  enabling  the  student  to  choose  deliberately  the 
work  which  he  will  undertake. 

For  such  a  choice  at  least  two  factors  are  essential: 
the  student  must  know  himself,  and  he  must  know  the 
demands  of  his  proposed  occupation.  The  first  of 
these  factors  is  being  supplied  by  the  enriched  curric- 
ulum with  its  broad  range  of  electives,  including  art 
and  industrial  work.     In    this  curriculum    the  student 


GREELEY.  COLORADO  15 

developes  his  tastes  and  discovers  his  latent  powers. 
By  the  elective  system  he  is  compelled  to  study  his  own 
mental  tendencies,  and  is  enabled  to  enjoy  the  satisfac- 
tion that  results  from  application  to  congenial  employ- 
ment. Thus  by  the  enriched  curriculum  and  the  elect- 
ive system,  the  student  is  enabled  to  know  himself. 
The  second  essential,  a  knowledge  of  the  demands  of 
the  proposed  occupation,  may  be  found  in  a  study  of 
industrial  history,  and,  to  some  extent,  in  commercial 
geography,  political  economy,  and  sociology.  These 
studies  will  familiarize  the  student  with  the  demands 
made  by  modern  business  life,  and  will  indicate  in  a 
general  way  the  advantages  and  disadvantages  of  large 
classes  of  occupations,  By  a  study  of  industrial  his- 
tory the  student  will  come  to  recognize  large  economic 
groups,  such  as  extractors,  transformers,  transporters, 
transferrers  and  dependents.  He  will  observe  and 
compare  the  attractions  of  independence,  wealth,  fame, 
social  position,  educational  opportunity,  and  the  like 
offered  in  these  various  fields  of  activity,  and,  con- 
sciously or  unconsciously,  he  will  estimate  his  own 
fitness  for  the  several  lines  of  work  which  he  observes. 

V. 
The  fifth  claim  is  that  a  study  of  industrial  history 
prepares  for  a  more  intelligent  and  effective  participa- 
tion in  the  duties  of  citizenship.  If  this  claim  can  be 
substantiated,  it  alone  will  win  universal  recognition 
for  the  subject    under   discussion.      Our  search    for  a 


16  STATE  NORMAL  SCHOOL 


study  that  will  promote  good  citizenship  has  led  us 
back  and  forth  across  the  field  of  civil  government, 
round  and  round  the  field  of  Uuited  States  history, 
with  frequent  excursions  into  the  promised  lands  of. 
student  self-government,  patriotic  orations,  and  ryth- 
mical flag-waving  and  saluting.  Without  disparage- 
ment of  these  well-meant  and  innocuous  efforts,  I  sug- 
gest that  their  results  have  been  disappointing.  These 
things  do  not  seem  to  lie  near  to  the  springs  of  human 
action;  they  are  not  of  the  nature  of  human  motives; 
they  deal  with  externals  rather  than  with  funda- 
mentals; they  consider  existing  forms  rather  than  un- 
derlying motives.  The  study  of  civil  government  is  a 
study  of  the  institution  that  has  been  devised  by  man 
to  protect  himself  in  the  enjoyment  of  his  inalienable 
rights.  Under  modern  circumstances  the  dangers 
threatening  these  rights  originate  almost  wholly  in  in- 
dustrial conditions.  The  rights  of  "life,  liberty,  and 
the  pursuit  of  happiness"  comprehend  the  rights  of 
getting  a  living,  freedom  of  contract,  and  the  mainte- 
nance of  a  standard  of  living  that  provides  for  the  satis- 
faction of  reasonable  physical  needs.  The  political 
problems  of  today  are  not  largely  problems  of  theory 
and  doctrine  to  be  settled  by  abstract  discussions;  rather 
are  they  problems  of  industrial  policy,  demanding  ob- 
servation of  industrial  phenomena.  Regulation  of 
tariff,  of  currency,  of  commerce,  of  taxes,  of  corpora- 
tions; preservation  of  individual  rights  against  corpor- 
ate greed    in  municipalities;    relief    for  the  congested 


GREELEY,  COLORADO  1 7 

manufacturing  centers,  and  extension  of  municipal  ad- 
vantages to  rural  populations;  such  are  the  questions 
the  citizen  of  today  is  called  upon  to  solve. 

Furthermore,  these  problems  have  a  history;  they 
have  been  met  in  various  ways  by  other  people  in  other 
days,  and  we  may  profit  by  their  experience.  The 
student  of  today  and  the  citizen  of  tomorrow  must 
come  to  see  our  modern  complex  life  as  a  gradual  evo- 
lution from  a  simpler  and  more  primitive  condition. 
He  must  recognize  that  we  have  surrendered  much  in- 
dividual freedom  in  the  attainment  of  great  social 
advantage.  He  must  know  that  social  and  in- 
dustrial systems  are  changed  by  evolution,  not  by  revo- 
lution; that  economic  laws,  more  effective  and  compre- 
hensive than  the  laws  of  the  statute  books,  affect  his 
material  welfare;  that  social  participation  is  forced 
upon  him  whether  he  is  willing  or  unwilling;  and  that 
a  degree  of  material  prosperity  is  a  necessary  condition 
for  the  attainment  of  the  highest  ethical  and  spiritual 
good.  Knowing  and  feeling  these  things  as  a  positive 
reality,  the  citizen  of  tomorrow  will  contribute  his 
share  to  the  mass  of  public  sentiment  which,  crystal- 
ized  in  the  form  of  legislation,  both  local  and  national, 
will  gradually  remedy  our  economic  evils  as  public  sen- 
timent so  expressed  has  gradually  ameliorated  indus- 
trial conditions  through  the  past  two  centuries.  Such 
knowledge  will,  I  believe,  contribute  directly  to  good 
citizenship. 

In  summarizing  the   arguments   advanced  for  the 


1 8  STATE  NORMAL  SCHOOL 

study  of  industrial  history,  it  will  be  seen  that  they  all 
group  around  the  central  thought  of  a  study  of  exist- 
ing activity.  The  work  proposed  is  dynamic  rather 
than  static.  Society  in  the  process  of  making  is  the 
point  of  departure  and  the  final  goal  of  all  the  sug- 
gested investigations.  Records  of  past  achievement 
are  useful  means  for  the  interpretation  of  the  present; 
they  are  not  intrinsically  a  worthy  end.  Industrial 
history  is,  in  short,  an  effort  toward  an  examination  of 
the  past,  an  understanding  of  the  present,  and  a  prep- 
aration for  a  useful  and  successful  future. 


GRP;ELKY,  COLORADO  19 

THE 

COURSE  OF  STUDY 

IN 

INDUSTRIAL  HISTORY 


PART  L     Introduction  and  General  Survey. 
CHAPTER  I.— INTRODUCTION. 

/. — Definition  of  Subject.  Scope  of  subject.  Limits 
of  time,  space,  and  subject.  Selection  of  in- 
dustrial factors. 

2. — Values  of  Subject.  Relation  to  life  work.  Re- 
lation to  good  citizenship;  to  other  subjects, 
as  Economics,  Sociology,  etc.;  to  pleasures 
and  satisfaction  in  life. 

j. — Sources  of  Information.  Observations ;  confer- 
ences with  people;  books;  periodicals. 

CHAPTER  II.— GENERAL  SURVEY. 

/. — Evolution  of  Industry.  Hunting  and  fishing 
stage.  Pastoral  stage.  Agricultural  stage. 
Handicraft  stage.  Industrial  stage.  (This 
should  be  illustrated  by  a  study  of  the  evo- 
lution of  a  typical  industry,  as  the  textile  arts. ) 

2. — Classification  of  Occupations.  Extractors; 
Transformers;      Transporters;      Transferrers; 


20  STATE  NORMAL  SCHOOL 

Servants;  Dependants.  (Study  fully  the  his- 
tory of  our  own  town  or  community,  noting 
the  gradual  differentiation  of  occupations, 
and  increase  of  socialization. )  Classify  as  an 
agricultural,  manufacturing,  or  commercial 
community. 
j. — Relative  Advantages  of  Occupations.  Tenure 
of  position;  chance  for  promotion;  degree  of 
independence;  effect  on  health;  moral  effect;, 
responsibility  and  anxiety;  financial  risk; 
holidays  and  vacations;  amount  of  wages  and 
manner  of  payment. 

PART  II.    History  of  Typical  Industries* 

CHAPTER  III.— EXTRACTIVE  INDUSTRIES. 

/, — Agriculture.  The  manorial  system  in  Eng- 
land. Land  enclosures,  the  causes  and  re- 
sults. Agricultural  bounties  and  corn  laws. 
Improved  methods  of  agriculture  in  England. 
Agriculture  in  the  American  Colonies.  Ac- 
quisition and  disposition  of  United  States 
government  lands.  Agriculture  in  the  North 
and  South  prior  to  the  Civil  war.  Opening 
of  the  agricultural  West.  Irrigation,  its 
methods  and  results.  Government  projects. 
Modern  methods  of  specialized  intensive 
farming.       Extensive     capitalistic    farming. 


GREELEY,  COLORADO  21 

Comparative  study  of  value  of  farm  products 
by  states,  by  decades,  and  by  localities. 

2. — Fishing.  Early  New  England  fisheries;  ex- 
tent and  economic  importance.  Whale  fish- 
ing. Government  interest  in  fish  protection 
and  culture.  Modern  methods  of  fishing. 
The  salmon  fisheries  of  the  northwest. 

j. — Mining.  Early  iron  works  in  England;  use 
of  coal  in  smelting.  Development  of  iron 
works  in  the  colonies;  opening  of  the  coal 
fields.  Early  gold  and  silver  mining  in  the 
West.  Modern  methods  and  processes. 
Value  and  importance  of  various  minerals. 
(A  statistical  comparison  expressed  graph- 
ically.) 

CHAPTER  IV.— TRANSFORMING  INDUSTRIES. 

/. — General  Periods  of  Development.  The  do- 
mestic period  in  England.  The  gild  period 
in  England.  The  factory  system  in  England. 
The  domestic  system  in  America.  The 
factory  system  in  America. 

2.— Types  of  Organized  Manufacturing,  (Study 
first  the  manufactures  of  your  own  community, 
especially  preparation  of  the  necessities  of 
life.)  Flour  milling.  The  boot  and  shoe 
industry.  Clothing  manufacture.  Meat  pack- 
ing. Sugar  manufacture.  Lumber  industry. 
Iron  and  steel  industry. 


22  STATE  NORMAL  SCHOOL 

CHAPTER  V.— MECHANICAL  INVENTIONS. 

/. — Printing.  Early  printing  in  England.  Print- 
ing in  the  colonies.  Modern  methods  and 
machinery.  Magazine  illustration.  Adver- 
tising. Organized  literary  work  of  period- 
icals. 

2. — Telegraph  and  Telephone.  Invention  and  in- 
troduction. Effect  on  business  methods. 
Modern  improvements. 

CHAPTER  VI— TRANSFERRING  INDUSTRIES. 

/. — Retail  Trade.  Early  systems  of  barter. 
Fairs.  General  stores,  special  stores,  and  the 
modern  department  store.  (An  example  of 
highly  organized  industry.)  Mail  order  busi- 
ness. 

CHAPTER  VII.— TRANSPORTATION. 

/. — Natural  Waterways.  Shipbuilding  in  the 
American  colonies.  Commerce  on  the  Great 
Lakes;  its  growth  and  present  importance. 
River  navigation;  its  history  and  present 
methods.     Modern  ocean  transportation. 

2. — Canals.  Early  canals  in  England,  Early 
canals  in  the  United  States.  Recent  canals 
of  great  commercial  importance.  The  Pan- 
ama canal. 

^.--Railways.  Early  railways  in  England.  Be- 
ginnings of  railroading  in    the  United  States. 


GREELEY,  COLORADO  23 

Railway  building  after  the  Civil  war.  Pres- 
ent railway  systems  as  to  organization,  man- 
agement, service  rendered,  rates,  effect  on  in- 
dustrial development  of  the  country.  Recent 
railway  inventions. 

4. — Other  Transportation  *  Systems.  Elevated 
roads.     Electric  lines.     Sub-ways,  etc. 

j. — Public  Highways.  State  and  national  roads. 
The  modern  good-roads  movement, 

CHAPTER  VIII.    COMMERCIAL  INSTITUTIONS. 

/, — Banks.  Italian  banks  and  goldsmiths.  Banks 
of  Amsterdam  and  England.  Origin  and 
growth  of  American  banking  system.  Mod- 
ern banking  methods.     Clearing  houses. 

2. — Oirrency.  Historical  sketch  of  English  cur- 
rency. Development  of  currency  in  col- 
onial times.     Growth   of   currency  standards. 

j. — Stock  Exchanges.  Origin  and  growth  of  the 
business.  Effect  on  markets.  Ethical  con- 
siderations. 


PART  III     Industrial  Problems. 

CHAPTER  IX.— INDUSTRIAL  ORGANIZATION. 

/, — Reasons  for  Organization.  Need  of  larger 
capital.  Economy  of  production.  Control  of 
markets. 


24  STATE  NORMAL  SCHOOL 

2< — Forms  of  Organization.  Partnership.  Joint 
stock  company.  Corporation.  Trust.  Growth 
from  free  competition  to  concentration,  and 
to  integration. 

CHAPTER  X.— THE  LABOR  MOVEMENT. 

I% — Labor  Organizations.  First  labor  unions  in 
England.  Growth  of  unionism  in  America. 
Classes  of  organizations  and  statement  of 
principles.     (Study  local  organizations.) 

2. — Means  and  Methods  Used.  Definition  of 
strikes,  boycotts,  and  lock-outs.  History  of 
early  strikes  in  England  and  America.  Re- 
cent strikes  of  historical  importance.  (Study 
causes  and  results.)  Theory  of  the  boycott 
and  its  ethical  aspects.     Lock-outs. 

j. — Labor  Legislation.  The  demands  of  labor. 
Sketch  of  English  labor  legislation.  Gains 
of  labor  by  legislation  in  America.  The 
present  outlook. 

CHAPTER  XI.— REMEDIES  PROPOSED  FOR 
LABOR  DIFFICULTIES. 

/. — Arbitration  and  Conciliation.  Recent  ex- 
amples of  arbitration  and  conciliation.  Prac- 
tical and  theoretical  difficulties. 

2. — Profit  Sharing  and  Co-operation.  Co-operation 
in  England.     Important  examples  of  co-opera- 


GREELEY,  COLORADO  25 

tion   in  America,        Recent   experiments   in 
profit  sharing. 
j. — Socialism.     Different    theories     of    socialism. 
Examples  of  socialistic  communities. 

CHAPTER    XII.—  SOCIALIZATION    OF    PUBLIC 
UTILITIES. 

/.  Municipal  Ownership.  Examples  of  munici- 
pal ownership  at  home  and  abroad.  Esti- 
mate of  results.     Present  tendencies, 

2.  Government  Ownership.  Experience  of  for- 
eign countries.  Comparison  with  American 
conditions.     Present  tendencies. 

j.  Government  Control.  Inter-state  commercial 
laws,  etc,  The  work  of  government  commis- 
sioners. Present  tendencies  and  prospects 
for  the  future. 

CHAPTER  XIII.     SUMMARY. 

A  social  and  economic  interpretation  of  history. 
Some  principles  of  industrial  evolution. 

Each  division  of  the  subject  has  its  special  bibli- 
ography, both  in  books  and  periodicals,  but  a  list  of 
some  of  the  books  of  a  general  nature  that  have  been 
found  useful  is  given  below  as  a  suggestion  of  the  kind 
of  material  that  may  be  found. 

Evolution  of  Industrial  Society Richard  T.  Ely. 

The  Place  of  Industrial  in  Elementary  Education 
Katherine  Dopp, 


26  STATE  NORMAL  SCHOOL 

Economics  and    Industrial   History Henry  W. 

Thurston. 

Industrial'Evolution  of  the  United  States Car- 
roll D.  Wright. 

Industrial  History  of   the  United  States A.  S. 

Bolles. 

Modern  Industrialism Frank  L,.  McVey. 

American  Industrial  Problems W.  B.  Lawson. 

Industrial  .Evolution Bucher. 

Economic  and  Social  History  of  New  England 
W.  B.  Weeden. 

Economic  History  of  Virginia P.  A.  Bruce. 

Modern  Industrial  Progress Charles  H.  Coch- 
rane. 

Six  Centuries  of  Work  and  Wages J.E.Rogers. 

Men  of  Invention  and  Industry Samuel  Smiles. 

Captains  of  Industry James  Parton. 

History  of  American  Manufactures Bishop. 

The  Origin  of  Inventions O.  T.  Mason. 

Progress  of  Invention  in  the  Nineteenth  Century 
E.  W.  Byrne, 

Our  Wonderful  Progress Trumbull  White. 

The  World's  Book  of  Knowledge  (a  compilation). 

Organized  Labor John  Mitchell. 

Economic    Interpretation    of     History Edwin 

Seligman. 

Economic  Interpretation  of  History J.E.  Rogers, 

Industrial   and    Commercial    Geography J.  U. 

Barnard. 


GREELEY.  COLORADO  2J 

Industrial  and  Commercial  History  of  England 
J.  E.  T.  Rogers. 

Social  England,  6  vol H.  D,  Traill. 

Industry  in  England H.  DeB.  Gibbins. 

English  Commerce  and  Industry L,.   I*.  Price. 

Industrial  and  Social  History  of  England Ed- 
ward P.  Cheyney. 

English  Economic  History W.  J.  Ashley. 

Outlines  of  English  Industrial  History Cun- 
ningham and  McArthur. 

A  Short  History  of  the  English  Colonies  in  Amer- 
ica  Henry  C.  L,odge. 

The    United    States  of  America N.  S.  Shaler, 

2  vol. 

Reports  Issued  by  Departments  of  State  Govern- 
ment. 

United  States  Government  Reports,  Census,  Eabor 
Bulletins,  etc. 

The  Evolution  of  Modern  Capitalism John  A. 

Hobson. 

General    History     of     Commerce William    C. 

Webster. 

Introduction  to  the  Study  of   Economics C  J. 

Bullock. 

Business  Geography Mead. 

The    Labor    Movement  in    America Richard 

T.  Ely. 

Speculation  on  Stock  and  Produce  Exchanges  of 
the  United  States Emery. 


28  STATE  NORMAL  SCHOOL 

Rural  Wealth  and  Welfare Fairchild. 

Monopolies  and  Trusts. -~ -Ely. 

History,  Principles  and  Practice   of   Banking 

Gilbart. 

Strikes  and  Social  Problems.. --Nicholson. 

The  Railway  Question James. 

American     Railway      Transportation E.      R. 

Johnson. 

The  Control  of  Trusts J.  B.  Clark. 

Co-operation  in  New  England Bemis. 

Three   Phases   of    Co-operation   in   the  West 

Warner, 

Gain-Sharing Towne. 

Irrigation  Institutions Mead. 

This  list  may  be  extended  indefinitely  from  any 
good  book  catalogue,  but  these  titles  are  sufficient  to 
show  what  kind  of  books  are  used  freely  in  this  study. 

About  the  only  book  on  industrial  history  pub- 
lished at  present  as  a  text  for  high  schools  is  Henry 
W.  Thurston's  4t  Economics  and  Industrial  History.'' 
It  if  a  very  suggestive  book,  emphasizing  the  economic 
side  of  the  subject. 


GREELEY,  COLORADO  29 


Suggested  Methods  in  Industrial  History 


The  methods  suggested  for  the  study  of  industrial 
history  are  not  peculiar  to  this  subject  alone,  but  are 
the  generally  recognized  modern  methods,  combining 
the  use  of  library,  laboratory,  and  field  work,  as  in  na- 
ture study,  I  shall  refer  to  three  principles,  or  direc- 
tions for  work,  which,  I  believe,  should  be  observed  in 
the  study  of  industrial  history. 

1.  Study  local  material  so  far  as  possible,  in  order 
to  arouse  interest  in  the  subject,  and  to  illustrate  con- 
cretely the  larger  phases  of  the  subject. 

2.  Combine  first  hand  information  with  evidence 
taken  from  books,  in  order  to  confirm,  illustrate,  and 
emphasize  each  class  of  information  by  the  other. 

3.  So  far  as  possible,  choose  problems  of  immed- 
iate and  personal  interest  for  study,  rather  than  distant 
abstractions,  though  the  latter  may  appear  larger  and 
more  important. 

A  few  illustrations  of  these  principles,  taken  from 
work  recently  done,  may  make  them  more  definite. 

I. 

In  the  study  of  local  material  the  following  plans 
are  among  those  that  have  been  tried  with  reasonable 
success: 


30  STATE  NORMAL  SCHOOL 


DIRECTIONS  FOR  A  STUDY  OF 
LOCAL  HISTORY. 

Talk  with  as  many  as  possible  of  the  pioneers  of 
your  own  town,  read  what  is  written  of  its  history, 
then  write  a  paper  covering  somewhat  the  following 
points: 

When  was  your  town  first  settled?  What  led  to 
its  settlement?  By  what  class  of  people,  and  from 
what  place  did  they  come?  What  were  the  early  in- 
dustries of  the  town?  What  changes  have  taken  place 
in  its  industries  up  to  the  present  time?  What  promi- 
nent forces  or  causes  have  made  the  town  what  it  is? 
What  important  men  have  been  connected  with  its  his- 
tory? What  have  they  done?  What  is  the  prospect 
for  future  development  of  the  town?     Why? 

The  papers  of  a  class  that  recently  took  this  exer- 
cise were  extremely  interesting.  Pupils  who  live  in 
Greeley  studied  the  organization  of  Union  Colony  and 
the  founding  of  the  present  town,  the  efforts  of  its  pi- 
oneers in  establishing  their  institutions  in  a  new  land, 
the  hardships  that  were  endured,  and  the  work  of 
prominent  pioneers,  including  the  part  that  Horace 
Greeley  played,  and  the  tragic  history  of  Nathan 
Meeker.  Other  pupils  who  wrote  of  Denver,  Colorado 
Springs,  Central  City,  Cripple  Creek,  Leadville,  Rico, 
Colorado  City,  and  many  other  places,  had  no  less  in- 
teresting material. 

A  part  of  another  exercise  was  as  follows; 


GREELEY,  COLORADO  3 1 

MANUFACTURING  INTERESTS.      {Study  some 
special  plant  in  your  tozvn.) 

What  is  the  value  of  the  plant?  Does  it  pay  taxes? 
Is  it  owned  by  local  capital?  Is  it  detrimental  in  any 
way?  Is  it  permanent  or  temporary?  Does  it  affect 
the  value  of  farm  land?  Of  town  property?  Of  rent? 
Does  it  supply  local  conveniences  or  cheapen  the  ne- 
cessities of  life?  What  is  the  value  of  the  annual  out- 
put? What  proportion  of  this  money  is  spent  locally? 
How  many  and  what  class  of  persons  are  employed? 
What  is  their  nationality?  What  is  their  standard  of 
living?  How  favorably  is  this  plant  generally  re- 
garded by  the  community?  Summarize  the  advantages 
and  disadvantages  of  having  this  plant  in  the  neigh- 
borhood. 

(In  connection  with  the  labor  movement  a  sim- 
ilar series  of  questions  directed  a  study  of  labor  condi- 
tions in  the  establishment.) 

II. 

As  an  illustration  of  how  conveniently  observation 
and  reading  may  be  combined  in  the  study  of  indus- 
trial history,  reference  may  be  made  to  the  way  in 
which  the  subject  of  "Banks  and  Banking"  was  re- 
cently studied  by  a  class  in  the  Normal  High  School. 

The  following  reading  list  was  assigned  and  made 
the  basis  of  class  discussion: 

Money  and  Banking;  Horace  White. 

Banking  Systems  of  the  World;  W.  M.  Handy. 


32  STATE  NORMAL  SCHOOL 

The  Modern  Bank;  A.  K.  Fiske. 

Evolution  of  Modern  Banking;  Political  Science 
Quarterly,  14:569. 

Methods  of  Banking;  Cosmopolitan,  22:475. 

Working  of  a  Bank;  Scribner's,  21:575. 

Bank  of  England;  Chautauquan,  23:606. 

Bank  of  England;  Harper's,  68:885. 

National  Banks;  Nation,  45:273. 

Making  of  a  Bank  Cashier;  Everybody's,  9:536. 

Government  Control  of  Banks  and  Trust  Com- 
panies; American  Academician,  24:17. 

Reform  in  Banks;  Nation,  63:416. 

Branch  Banking;    Journal  of  Economics,   17:476. 

State    Banks  and  Banking  Laws,  Nation,  74:481- 

Concentration  of  Banking  Interests  in  the  United 
States;  Atlantic  Monthly,  92:182. 

Manufacture  of  Bank  Notes;  Harper's,  24:306. 

Bank  Tax;  Nation,  72:83. 

Proposed  Banking  Among  the  Poor;  Academy 
Political  Science,  18:286. 

Elasticity  and  Sound  Banking;  North  American, 
178:388, 

After  two  recitation  periods  spent  in  considering 
the  general  subject  of  banks  and  banking,  an  excursion 
was  taken  to  one  of  the  banks  of  the  city.  According 
to  arrangements  previously  made,  the  cashier  of  the 
bank  met  the  class  and  teacher  in  the  bank  parlors  and 
gave  a  clear-cut,  business-like  explanation  of  the  points 
covered  by  the  following  outline: 


GREELEY,  COLORADO  33 

BANKS. 

i.     Organization  and  capitalization. 

2.  Charter — how  secured. 

3.  National,  state,  and  private  banks  distin- 
guished. 

4.  Officers,  their  duties  and  responsibilities, 

5.  Kinds  of  business  done  and  sources  of  profit. 

6.  Provisions  for  safety  and  sound  business. 

7.  Bank  paper;  checks,  drafts,  exchange,  etc. 

8.  Issue  of  currency. 

After  this  lecture  and  the  answering  of  all  ques- 
tions asked  by  pupils,  the  class  was  conducted  be- 
hind the  counters,  where  full  explanations  and  demon- 
strations were  given  of  the  working  apparatus  of  a 
bank;  books,  trays,  stamps,  perforators,  adding  ma- 
chines, vault,  safe,  time-lock,  burglar  alarm,  etc. 

At  subsequent  recitations  the  work  of  the  excur- 
sion was  reviewed,  and  the  subject  was  then  summarized 
by  a  paper  from  each  member  of  the  class,  prepared  ac- 
cording to  the  instructions  of  the  English  teacher,  and 
submitted  to  the  English  teacher  for  correction  as  a 
regular  exercise  in  that  class. 

It  is  believed  that  this  is  a  feasible  way  of  studying 
most  local  industries.  The  class  referred  to  above  has 
studied  the  working  of  a  sugar  factory,  a  flour  mill,  an 
ice  plant,  a  gas  plant,  and  a  printing  office  in  much  the 
same  way. 

The  chief  difficulty  in  this  sort  of  study  is  found 
in  the  lack  of   magazine   literature  in   many   schools. 


34  STATE  NORMAL  SCHOOL 

This  disadvantage  may  be  partly  overcome  by  the  pur- 
chase of  a  few  well  selected  books  on  the  subjects,  by 
the  use  of  all  magazines  in  the  homes  of  the  pupils,  and 
by  a  persistent  effort  to  secure  magazines  for  the  school 
which  have  been  shown  to  be  valuable. 

III. 

As  an  illustration  of  one  way  in  which  problems  of 
immediate  interest  may  be  studied,  and  interest  aroused 
in  the  home,  a  study  of  agriculture  is  submitted.  Gree- 
ley is  the  center  of  an  agricultural  section,  the  princi- 
pal products  of  which  are  potatoes,  sugar  beets,  and 
wheat.  This  year  the  original  contracts  which  the  far- 
mers had  made  with  the  sugar  company  expired, 
and  the  farmers  were  carefully  considering  the  advis- 
ability of  renewing  or  extending  these  contracts.  This 
necessitated  on  their  part  a  careful  estimate  of  the  rela- 
tive profits  from  their  three  principal  crops.  By  organ- 
ized effort  their  own  children  were  able  to  collect  in- 
formation which  was  of  real  value  in  the  solution  of  an 
economic  problem.  The  following  report  of  this  study 
is  self  explanatory.  The  subject  matter  was  col- 
lected by  the  pupils  and  presented  to  the  class  by  them. 
The  teacher  is  responsible  only  for  the  arrangemeut  in 
form. 


GREELEY,  COLORADO  35 

A  Brief  Study  of  Intensive  Farming 
in  the  Poudre  Valley. 

The  fertile  river  valleys  of  Weld  county  afford  an 
excellent  example  of  the  rapid  development  of  an  agri- 
cultural section  from  extensive  and  wasteful  ranching 
to  intensive  scientific  farming.  Thirty  years  ago  the 
plains  and  valleys  of  Weld  county  were  occupied  by 
droves  of  half-wild  cattle  herded  on  the  unfenced 
plains.  A  single  decade  saw  vast  areas  of  this  land 
fenced,  irrigated,  and  brought  under  cultivation.  The 
decade  just  past  has  seen  the  tendency  toward  intensive 
cultivation  of  small  farms  most  rapidly  increased.  The 
modern  farmer  is  not  the  last  to  appreciate  the  neces- 
sity for  close  calculation,  scientific  methods,  and  care- 
ful organization  of  industry.  The  simple  plan  of  re- 
ducing expenses  to  fa  minimum,  pushing  the  line  of 
greatest  profit,  and  utilizing  capital  by  its  constant  em- 
ployment is  as  applicable  on  the  farm  as  in  the  depart- 
ment store  or  in  the  factory. 

In  order  to  compare  the  advantages  of  raising  va- 
rious crops  in  the  vicinity  of  Greeley,  and  of  compar- 
ing agriculture  in  general  with  other  lines  of  work, 
this  study  was  undertaken  by  the  senior  class  of  the 
Normal  High  School  in  connection  with  their  study  of 
industrial  history. 

After  a  preliminary  discussion  of  the  conditions  so 
far  as  known  by  the  students,  and  a  consideration  of 


36  STATE  NORMAL  SCHOOL 

the  facts  that  might  be  useful  in  class  work,  a  question 
blank  was  made  out  and  distributed  to  many  promi- 
nent farmers  of  this  vicinity  by  means  of  the  mail  and 
by  personal  visits  by  students.  The  latter  method,  it 
is  needless  to  say,  was  vastly  more  profitable.  The 
questions  covered  the  three  principal  crops  of  this 
neighborhood — wheat,  sugar  beets,  and  potatoes. 
Farmers  were  asked  for  their  personal  estimate  of  the 
cost  of  producing  these  crops,  and  of  the  gross  yield 
from  each  of  them,  basing  their  figures  on  the  average 
for  the  past  three  years. 

If  a  longer  period  of  time  had  been  considered  a 
fairer  average  would  have  been  shown,  but  this  advan- 
tage would  have  been  overbalanced  by  the  difficulty 
farmers  would  have  had  in  recollecting  figures  for  more 
than  three  years  in  the  absence  of  any  written  record 
of  their  yields  and  prices.  Furthermore,  three  years 
covers  the  practical  experience  in  beet  raising  in  this 
section  of  country.  Again,  it  was  desired  that  this 
data  should  represent  present  conditions  rather  than 
conditions  that  are  now  changed  by  recent  fluctuations 
in  values  of  land  or  by  modern  methods  of  cultivation. 
Thirty-five  farmers  replied  to  the  questions,  but  of 
these  reports  a  few  were  hardly  complete,  or  the  ques- 
tions were  somewhat  misunderstood.  About  twenty- 
eight  papers  were  serviceable  in  compiling  tables  for 
averages.  These  tables  were  made  and  the  averages 
compiled  by  students  of  the  class  previously  mentioned, 
and  a  discussion  and  analysis  of  the  results  were  given 
by  them.  The  table  illustrative  of  wheat  culture  is  as 
follows: 


GREELEY,  COLORADO 


37 


Wheat 

o 

si 

ft)  o 

2 
~L2 

W 

3  3 
p  <j 

►t    ft) 

4 

o  p 

ft)   l— ' 

1e 

> 

•    tfl 

pCTC) 

Pi*  C 

rt>  C". 

5" 

ft) 

.     n 
.     O 

%  n 

O  c 

Name  of 

•  ft> 

•  ft) 

:  p* 

£•.  p 

0Q   &i 

CTQ  p 

a* 

g* 

:5 

•     ft) 

f?  2. 

i-t    r-t- 

•   3 

farmer  re- 

•   T3 

:  o 

•   w 

'■   p> 

porting 

G.  W.  S. 

fll.5YI2.T0 

$3.80 

30 

$.  63 

I   8.07 

$18.90 

$10. 83 

W.  F.W. 

.60 

.75 

2.30 

40 

.75 

3.65 

30.00 

26.35 

C.  B.N.. 

1.00 

2.25 

3.80 

30 

.72 

7.05 

21.60 

14.55 

T.E.R... 

.80 

1.40 

3.56 

52 

.72 

5.76 

•  37.44 

31.68 

C.J.F... 

1.00 

2.50 

1.00 

20 

.70 

4.50 

14.00 

9.50 

A.N.L.. 

1.15 

2.00 

4.50 

45 

.60 

7.65 

27.00 

19.35 

E.M.C.  . 

1.15 

2.25 

6.00 

40 

.63 

9.40 

25.20 

15.80 

F.R.... 

1.00 

1.50 

2.80 

40 

.60 

5.30 

24.00 

18.70 

J.T 

2.00 

5.00 

5.00 

30 

.57 

12.00 

17.10 

5.10 

J.G.H.  . 

1.50 

2.50 

2.50 

30 

.60 

6.50 

18.00 

11.50 

E.B.... 

.90 

2.00 

4.50 

35 

.75 

7.40 

26.25 

18.85 

H.W.B  . 

1.00 

.50 

5.00 

30 

.60 

6.50 

18.00 

11.50 

Mr.  A... 

.90 

1.75 

2.50 

35 

.60 

5.15 

21.00 

15-85 

O.W. .  •  - 

.80 

2.30 

4.90 

40 

.57 

8.00 

22.80 

14.80 

H.M.  M. 

1.25 

1.50 

5.00 

35 

.54 

7.75 

18.90 

11.15 

J.C 

1.00 

3.60 

5.00 

35 

.60 

9.60 

21.00 

10.40 

W.W.  B. 

.50 

1.00 

6.00 

55 

.54 

7.50 

29.70 

22.20 

J.F.R.  .. 

.60 

2.25 

4.25 

35 

.66 

7.10 

23.10 

16.00 

E.W.J. . 

1.00 

3.50 

5.05 

35 

.60 

9.55 

21.00 

10.45 

J.L 

1-00 

4.90 

4.70 

35 

.65 

10.60 

22.75 

12.15 

J.W.K.. 

1.20 

1.50 

2.80 

30 

.72 

5.50 

21.60 

16.10 

L.F.... 

1.25 

2.25 

4-00 

40 

.66 

7.50 

26.40 

18.90 

Mr.  B. . . 

1.00 

1.80 

4.50 

35 

.60 

7.30 

21.00 

13.70 

Mr.  M-. 

1.00 

2.50 

4.00 

35 

.80 

7.50 

28.00 

20.50 

W.M.  L. 

.80 

2.25 

4.00 

45 

.60 

7.05 

27.00 

19.95 

Mr.  M. . 

1.00 

3.00 

5-00 

50 

.60 

9.00 

30.00 

21.00 

N.  S.... 

1.00 

1.00 

5.00 

40 

.66 

7.0C 

26.40 

19.40 

Gen.  av. 

1.04 

2.24 

4.12 

37 

.64 

7.4C 

23.63 

16.16 

38  STATE  NORMAL  SCHOOL 

The  first  column,  representing  the  cost  per  acre 
for  seed,  shows  but  slight  variation,  such  as  there  is 
being  due  apparently  to  the  varying  quantities  of  seed 
sown  on  different  soils,  and  to  the  different  sources  of 
seed,  whether  home  grown  or  imported.  The  second 
column,  representing  cost  of  preparing  soil,  plant- 
ing, labor  of  irrigating,  and  bringing  the  crop  to  ma- 
turity, shows  a  variation  from  50  cents  to  $4.90,  the 
average  being  $2.24.  This  variation  is  due  probably 
to  the  varying  amount  of  labor  required  for  preparing 
and  irrigating  different  soils.  In  the  third  column  the 
cost  of  harvesting  and  marketing  varies  with  the  yield 
per  acre  and  the  distance  from  market. 

The  fourth  column  indicates  an  estimated  average 
yield  of  37  bushels  per  acre  for  the  past  three  years. 
With  the  light  crop  of  the  present  year  as  one  of  the 
three  crops  considered,  this  is  a  gratifying  average. 
Especially  is  this  true  when  it  is  remembered  that  the 
average  yield  of  wheat  for  the  United  States  for  the  past 
three  years  is  but  14  bushels  per  acre,  and  that  the  av- 
erage yield  for  Washington,  the  first  state  in  the  Union 
in  yield,  is  but  24  bushels  per  acre.  The  fifth  column 
may  not  correctly  indicate  the  estimate  intended  by  the 
farmers,  since  it  was  impossible  in  a  few  cases  to  deter- 
mine whether  the  price  given  was  for  a  bushel  or  for  a 
hundred  pounds.  According  to  the  evident  intention 
of  the  persons  reporting,  the  average  price  per  bushel 
is  64  cents.  A  little  further  computation  indicates  that 
the  average  cost  per  acre  of  production  for  this  crop  is 


GREELEY,  COLORADO  39 

$7.40,  the  average  gross  receipt  $23.63,  and  the  net  re- 
ceipt, or  apparent  profit,  $16.16  per  acre. 

In  this  connection  it  is  interesting  to  compare  these 
figures  with  data  from  other  sections.  According  to  re- 
ports made  by  the  United  States  Government  Industrial 
commission  in  1901  the  cost  of  producing  an  acre  of 
wheat  in  Bigstone  county,  Minnesota,  was  $5,  the  av- 
erage yield  per  acre  for  11  years  was  10  bushels,  and 
the  average  price  for  No.  1  Northern  was  6oJ^  cents. 
Land  here  was  worth  $20  per  acre.  The  same  report 
gives  an  average  cost  of  production  in  South  Dakota  as 
$3,77  per  acre.  The  average  price  in  the  same  state 
is  estimated  at  60  cents. 

Later  figures  for  the  United  States  as  a  whole  may 
be  found  in  the  Statistical  Abstract  of  the  United 
States  for  1903,  prepared  under  the  direction  of  the 
Secretary  of  Commerce  and  Labor.  Taking  the  figures 
for  1 90 1,  1902,  and  1903,  it  is  found  that  the  average 
yield  per  acre  of  wheat  for  the  United  States  is  14. 1 
bushels,  the  average  price  is  65  cents  and  the  average 
gross  receipt  per  acre  is  $9.16. 

The  next  table  is  arranged  in  the  same  manner  as 
the  preceeding  one,  the  estimate  being  on  the  potato 
crop  for  the  past  three  years.  The  figures  are  as  follows: 


40 


STATE  NORMAL  SCHOOL 


POTATOES 


O 

id 

w 

*< 

Jrl 

h3 

►* 

> 

o 

O 

C.P 

<  5. 

it  n 

3^ 

o' 
ft) 

o 
ST 

p  g. 

l-t  p 

cr.  o 

??% 

►d 

o 

P  rp 

Name  of 

£ 

SOQ 

n>  w. 

:  £ 

o 

09 

'     r? 

3  3 

fanner  re- 

P* 

•     3 

SCfQ 

•  3 

o 

t3 

.    T3 

porting 

:  ^ 

•     3 

% 

•       C/3 

'.     O 

•  ^ 

:  o* 

:  *S 

p 
P 

•      P> 

G.  W.  S.... 

$  5.40 

$  5.75 

$19.50 

130 

$  .66| 

$30.65 

$  86.66 

$  56.01 

F.  D:... 

6.00 
7.50 

8..00 
7.75 

23.00 
19.50 

120 
120 

1.00 
.65 

37.00 
34. 76 

120.00 
78.00 

83  00 

W.  F.  W 

43.25 

C.  B.  N. 

6.00 

7.50 

24.00 

180 

.60 

37.50 

108.00 

70.50 

T.  E.  R. 

9.27 

4.55 

15.53 

120 

1.30 

29  35 

156.00 

126.65 

C.  J.  F. 

4.50 

3.50 

8.00 

200 

.50 

16.00 

100.00 

84.00 

J.  w.  s. 

6.00 

12.00 

10.00 

120 

.75 

28.00 

90.00 

62.00 

A.  N.  L. 

8.75 

6.50 

7.50 

120 

.70 

22.75 

84.00 

61.25 

E.  M.  C 

8.50 

4.50 

19.00 

125 

.65 

32.00 

81.25 

49.25 

F.  R. .  . . 

8.00 
9.00 
8.00 
8.00 

3.25 

10.00 
24.00 
12.00 

45.00 

10.00 

8.00 

24.00 

180 
120 
132 
180 

.75 
.70 
.75 
.70 

56.25 
29.00 
40.00 
44.00 

135.00 
84.00 
99.00 

126.00 

78 .  75 

J.  T,... 

55.00 

E.  B. . . . 

59.00 

H.  W.  B 

82.00 

Mr.  A.  . 

'  10.00 

4.50 

16.50 

120 

.55 

31.00 

66.00 

25.00 

O.  W... 

8.20 
7.00 

8.55 
7.50 

20.00 
12.00 

120 
120 

.67 
.75 

36.75 
26  50 

80.40 
90.00 

43.65 

H.  M.  M 

63.50 

J.  C... 

6.00 
7.50 

9.00 
10.25 

17.50 
15.00 

120 
120 

.70 
.75 

32.50 
32.75 

84.00 
90.00 

51.50 

G.  A.  R. 

57.25 

J.  F.  R.. 

7.50 

10.75 

20.00 

120 

.75 

38.25 

90.00 

51.75 

E.  W.  J. 

6.00 

9.00 

14.25 

120 

.70 

29.25 

70.40 

41.15 

T.  L 

7.50 
5.00 

8.70 
4.00 

16.50 
6.00 

120 
85 

.67 
.60 

32.70 
15.00 

80.40 
51.00 

47.70 

J.  W.  K 

36.00 

L.  F. . . . 

6.00 
6.00 
10.00 
6.50 

4.25 
4.90 

5.00 
3.00 

20.00 
16.25 
16.00 
8.00 

150 
150 
160 
150 

.60 
.60 
.70 
.60 

30.25 
27.15 
30.00 
17.50 

90.00 
90.00 
112.00 
90.00 

59.75 

Mr.   B.. 

62.85 

Mr.  M . . 

82.00 

W.  M.  h 

72.50 

Mr.  M . . 

10.00 
6  36 

1.50 

7.00 

14.00 
22.50 

250 
180 

.60 

.80 

25.50 
35.86 

150.00 
144.00 

124.50 

E.  M.  P 

108.14 

N.  S 

4.50 

6.00 

20.00 

120 

.70 

30.50 

84.00 

53.50 

Gen.  av 

7.21 

7.35 

16.81 

140 

.70 

31.34 

96.90 

65.22 

SUGAR  BEET  FIELD 


POTATO  FIELD 


GRKELEY,  COLORADO  41 

As  in  the  case  of  the  wheat  crop,  the  varying  esti- 
mates given  by  the  different  farmers  is  evidence,  not  so 
much  of  a  difference  of  opinion  as  of  the  variety  of  soils, 
the  amount  of  cultivation  given,  the  difficulty  of  irriga- 
tion, the  distance  from  market, and  other  factors  that  vary 
with  the  customs  of  different  producers.  The  averages 
seem  reasonable,  and  are  as  follows:  Cost  of  seed  $7.21, 
planting  and  cultivating  #7.35,  harvesting  and  market- 
ing $16.81,  making  a  total  cost  of  production  of  $31.34 
per  acre.  An  average  yield  is  found  to  be  140  cwt., 
an  average  price  70  cents,  and  the  average  gross  re- 
ceipts $96.90,  these  results  being  found  by  taking  the 
average  of  each  perpendicular  column,  not  by  multiply- 
ing the  average  yield  by  the  average  price. 

In  the  case  of  this  crop  also  comparisons  may  be 
made  with  figures  from  the  Statistical  Abstract  quoted 
above.  According  to  this  authority  the  average  yield 
per  acre  of  potatoes  in  Colorado  for  the  year  1 903  was 
145  bushels,  or  87  cwt.,  this  average  for  the  state  being 
noticeably  lower  than  for  the  Poudre  valley.  The  av- 
erage price  was  60  cents  per  bushel  or  $1  a  cwt.  The 
total  value  of  the  potato  crop  of  the  state  for  that  year 
was  $4,415,946.  In  this  total  money  value  of  the  crop 
for  the  year  Colorado  ranked  tenth  in  the  Union,  the 
rank  of  the  leading  states  being,  in  order,  New  York, 
Pennsylvania,  Michigan,  Maine,  Wisconsin,  Ohio,  Illi- 
nois, Iowa,  Minnesota,  and  Colorado.  In  yield  per  acre 
the  leading  states  rank  in  this  order:  Maine,  Utah, 
Montana,  Wyoming,  Idaho,  Colorado. 


42 


STATE  NORMAL  SCHOOL 


The  figures  collected  on  beet  culture  show  a  rather 
greater  variation  than  those  for  either  of  the  other 
crops,  and  seem  to  indicate  that  this  industry  is  still  in 
the  experimental  stage.     The  table  is  as  follows: 

BEET© 


O 

►d 

W 

Kj 

►ti 

H 

0 

2 

Name  of 
farmer  re- 
porting 

CD 

0 

7) 
(T> 

a 
P 

<  5. 
:  5 

•     o 

3  $ 

n  a> 

cr.3 

3CTQ 

•     3 
:    P* 

§1 

•  3* 

■   2 

'.     So 

•  *d 

•  n 

2. 
o 
fp 

ft 
i-l 

O 

3 

3   » 

o  •— ' 

o  o 
3  S. 

s, 

o 

o 

re 

o 

2 

o>  n> 
3  g 

3* 

3>  o 

•    to 

:  v 

G.  W.  S.... 

$  1.50 

$18.50 

$15.00 

15 

$5.00   £ 

55.00 

$  75.00 

$  40.00 

C.  B.  N 

2.25 

17.00 

23.50 

16 

4.75     4 

2.75 

76.00 

33.25 

J.  W.  S 

2.25 

9.50 

16.00 

18 

5.00     5 

57.75 

90.00 

62.25 

J.  T 

2.25 

8.00 

14.00 

13 

5.00     1 

54.25 

65.00 

40.75 

J.  G.  H 

2.25 

17.00 

17.00 

10 

5.00     ? 

56.25 

50.00 

13.75 

E.  B 

2.40 

16.00 

22.00 

20 

4.75     < 

0.40 

95.00 

54.60 

Mr.  A 

2.00 

22.00 

13.00 

12 

4.75     I 

37.00 

57.00 

20.00 

O.  W 

2.25 

17.30 

25.00 

20 

4.70     - 

14.55 

94.00 

49.45 

H.  M 

2.25 

17.50 

15.00 

18 

5.00     ; 

54 .  75 

90.00 

55.25 

J.  C 

2.25 

18.25 

27.00 

20 

4.66     < 

18.50 

93.20 

44.70 

W.  W.  B. .  . . 

2.80 

8.50 

15.00 

15 

5.00     5 

26.30 

75.00 

48.70 

G.  A.  R  .... 

2.25 

16.50 

18.00 

16 

4.85     : 

56  75 

77.60 

40.85 

J.  F.  R 

2.25 

19.50 

22.50 

17* 

4.85     5 

54.25 

84.87 

30.62 

J.  h 

2.25 

30.80 

11.50 

15 

4.75     < 

:4.55 

71.25 

26.70 

Mr.   B 

2.25 

16.00 

18.00 

17 

5.00   : 

56.25 

85.00 

48.75 

J.  W.  K 

2.25 

15.00 

15.00 

10 

4.50     : 

32.25 

45.00 

12.75 

Mr.  M 

2.25 

15.00 

10.00 

25 

5.00     * 

27.25 

125.00 

97.75 

W.  W.  L. .  .  . 

2.25 

12.00 

14.00 

15 

5.00     ! 

28.25 

75.00 

46.75 

Mr.  M 

2.25 

15.00 

14.00 

25 

5.00     , 

31.25 

125.00 

93.97 

N.  S 

2.25 

20.00 

20.00 

12 

5.00     ' 

12.25 

60.00 

17.75 

Gev.  av 

2.23 

16.52 

17.27 

IGrVo 

4.88 

36.53 

80.45 

43.92 

From  this  table  it  appears  that  the  average  cost  of 
production  of  beets  is  $36.53  per  acre.      The  estimate 


GREELEY,  COLORADO  43 

of  the  Agricultural  College  is  that  the  cost  of  produc- 
tion is  about  $30  per  acre.  It  seems  probable  that  the 
cost  of  production  may.  in  time,  be  reduced  even  below 
this  latter  figure  by  the  invention  of  labor-saving  ma- 
chines for  cultivating  and  harvesting,  by  cheaper 
methods  of  transportation,  and  by  some  economical 
method  of  planting  that  will  reduce  the  amount  of  seed 
necessary  to  secure  a  stand  and  at  the  same  time  lessen 
the  labor  of  thinning.  Inventive  genius  is  already 
busily  at  work  on  these  problems  with  fair  prospects  of 
success. 

The  Agricultural  College  and  other  experimenters 
estimate  the  average  yield  per  acre  at  20  tons.  This 
is  considerably  above  the  average  of  16.47  tons  secured 
thus  far  by  the  farmers  reporting.  The  fact  that  a  few 
of  these  men  have  been  able  to  raise  20  tons  per  acre 
indicates  that  the  yield  is  not  impossible  in  this  sec- 
tion. If  further  experience  should  enable  Poudre  val- 
ley fanners  to  raise  twenty  tons  of  beets  per  acre  at  a 
cost  of  $30  for  production,  this  crop  would  pay  as  well 
as  the  far-famed  Greeley  potatoes.  In  the  case  of  wheat 
and  potatoes  there  seems  little  prospect  of  either  lower- 
ing the  cost  of  production  or  raising  the  yield  per  acre. 

Any  comparison  of  the  desirability  of  these  various 
crops  would  be  incomplete  without  a  consideration  of 
the  greater  immunity  of  potatoes  from  loss  by  hail  than 
has  either  of  the  other  crops.  This  argument  alone  has 
great  weight.  Measured  by  apparent  profits  as  shown 
in  the  tables  it  seems  that  beets  yield  about  67  per  cent 


44  STATE  NORMAL  SCHOOL 

of  the  profit  that  potatoes  give,  and  wheat  scarcely  25 
per  cent. 

The  relative  exhaustion  of  the  soil  by  beets  and 
potatoes,  the  possibilities  of  commercial  fertilizers,  aud 
the  best  order  of  rotation  of  these  crops  are  still  largely 
matters  of  speculation  and  experiment. 

Lest  the  demand  for  Poudre  valley  real  estate 
should  be  unduly  stimulated,  it  must'  be  emphasized 
in  conclusion,  that  the  last  column  in  the  table  repre- 
sents apparent  profits  or  net  receipts.  In  securing  these 
results  no  account  has  been  taken  of  interest  on  money 
invested,  of  deterioration  of  tools  and  equipment,  of 
taxes  and  water  assessments,  nor  of  various  risks.  The 
average  value  of  the  land  returning  these  figures  is, 
with  water  rights,  in  the  neighborhood  of  $100.00  per 
acre.  A  reasonable  interest  on  money  invested  would 
be  at  least  $7.00  per  acre.  Taxes  and  water  assess- 
ments would  add  about  $2.00  an  acre  to  this,  thus  re- 
ducing the  actual  profits  $9.00  per  acre  in  the  case  of 
each  of  the  crops  studied.  Thus  corrected,  the  net 
proceeds  of  wheat  would  be  $7.16  per  acre,  of  beets 
$34.92  per  acre,  and  of  potatoes  $56.22  per  acre  of 
actual  profit.  These  figures  must  still  seem  fabulous 
to  farmers  of  less  favored  regions  and  should  be  suf- 
ficient to  inspire  the  discouraged  farmer  with  courage 
for  the  present  and  hope  for  the  future. 

The  exercises  described  above  are  offered,  not  as 
model  lessons,  but  as  examples  of  some  of  the  ways  of 
studying  industrial  history  that  have  been  tried  with 


GREELEY,  COLORADO  45 

reasonably  satisfactory  results.  It  is  believed  that  this 
subject  offers  boundless  opportunities  for  any  teacher  to 
outline  work  with  his  own  class  in  such  a  way  as  to 
fit  local  conditions  and  at  the  same  time  to  meet  the 
educational  needs  of  the  pupils. 


I  have  proposed  that  there  is  a  strongly  marked 
tendency  in  educational  circles  toward  school  work  that 
is  closely  related  to  the  child's  experience;  that  history 
is  one  of  the  subjects  that  has  felt  this  tendency  and  re- 
sponded to  it  by  greater  attention  being  given  to  the 
industrial  and  social  side.  I  have  suggested  that  this 
modern  view  of  history,  together  with  the  industrial 
work  now  being  so  freely  introduced,  is  resulting  in 
great  good,  but  that  conditions  are  such  that  there  are 
special  reasons  for  making  a  connected  study  of  indus- 
trial history  in  the  High  school.  I  have  urged  that  at 
least  five  distinct  values  result  peculiarly  from  such  a 
study.  I  have  outlined  some  of  the  material  that  may 
properly  be  considered  in  connection  with  this  subject. 
Lastly,  I  have  offered  a  few  examples  of  methods  that 
have  been  tried  with  some  success. 

It  is  hoped  that  what  has  been  here  suggested  may 
encourage  others  to  develop  more  fully  a  line  of  work 
that  offers  rare  opportunities  and  great  attractions  to 
those  who  are  willing  to  depart  slightly  from  traditional 
paths  and  seek  a  more  abundant  educational  life. 


3  0112  105618174 


